FAQ
IBDP · CIE - IGCSE/AS & A Level · CISCE - ICSE/ISC · Why JGIS
The IBDP is a rigorous, internationally recognized educational program for students aged 16 to 19. It provides a comprehensive and balanced curriculum, fostering the development of critical thinking, research skills, and a global perspective.
- Globally Recognized Curriculum accepted by top universities including Oxford, Harvard, National University of Singapore, Ashoka University, and more.
- Encourages critical thinking, research skills, and ethical decision-making.
- Promotes international-mindedness and lifelong learning.
- Builds students' abilities to manage complexity, think independently, and thrive in challenging academic environments.
The IBDP is known for its holistic approach to education, encompassing academic, personal, and social development. It emphasizes interdisciplinary learning, encourages community service, and promotes an international-minded mindset.
The program is divided into six subject groups: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. Students also engage in the Theory of Knowledge (TOK) course, complete the Extended Essay (independent research project), and participate in Creativity, Activity, Service (CAS).
The IBDP is respected by universities worldwide for its academic rigor and emphasis on critical thinking. It prepares students for success in higher education and beyond, fostering skills such as time management, independent research, and a global perspective.
The IBDP is designed for motivated and academically inclined students who seek a challenging and well-rounded education. It is not tailored for everyone, so it's essential for students and parents to carefully consider the demands and requirements of the program.
Assessment in the IBDP is both internal and external. Internal assessments include coursework and projects, while external assessments consist of examinations at the end of the two-year program. The grading system is on a scale of 1 to 7, with 7 being the highest.
Yes, students have some flexibility in choosing subjects within the six groups. However, there are specific requirements, such as selecting a subject from each group and ensuring a balance between the sciences and humanities.
The Extended Essay is a 4,000-word independent research project on a topic of the student's choice. It allows students to explore their academic interests in-depth, enhancing their research and writing skills.
CAS is a core component of the IBDP, requiring students to engage in creative, active, and service-oriented activities. It promotes personal growth, teamwork, and a sense of responsibility to the community.
The IBDP not only provides a strong academic foundation but also fosters skills such as critical thinking, research, and time management—essential for success in higher education. Many universities value IBDP graduates for their well-rounded education.
The IBDP offers a wide range of subjects across six groups: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. Specific subjects within these groups may include literature, foreign languages, history, geography, biology, chemistry, physics, mathematics, visual arts, and more.
Yes, students are encouraged to choose subjects that align with their interests and potential career paths. The flexibility within the program allows students to tailor their course selection to meet university requirements and personal goals.
While there are no strict prerequisites for most subjects, some advanced courses in mathematics and sciences may require a strong foundation in the respective subjects. It's essential for students to discuss their choices with their academic advisors to ensure they meet any recommended prerequisites.
Students generally take six subjects in total—one from each of the six subject groups. However, some schools may offer flexibility in subject choices, and students can opt for standard or higher level courses in certain subjects based on their academic strengths and interests.
The IBDP offers both standard and higher level courses. Higher level courses cover more content and are generally more challenging. Students may choose to take higher level courses in subjects they are passionate about or those aligned with their future career goals.
While changes in subjects are typically discouraged once the program has started due to its structured nature, there may be specific circumstances where adjustments can be made. Students should consult with their academic advisors and the IBDP coordinator for guidance in such cases.
The IBDP's comprehensive subject offerings cater to a wide range of academic interests, allowing students to explore humanities, sciences, languages, and the arts. This inclusivity ensures that students with varied passions can find a balanced and fulfilling academic experience.
Yes, the IBDP encourages interdisciplinary learning. For example, students may explore connections between science and ethics, literature and history, or mathematics and technology. This approach fosters a holistic understanding of knowledge and real-world applications.
University admissions offices generally appreciate the well-rounded and challenging nature of the IBDP. While specific subject requirements may vary, the program's reputation for academic rigor and critical thinking skills is widely recognized and valued by universities around the world.
Absolutely. Schools typically provide guidance and counseling services to help students make informed decisions about their subject choices. Students can seek advice from teachers, academic advisors, and career counselors to ensure their choices align with their future aspirations.
The IBDP's emphasis on critical thinking, research skills, and a well-rounded education equips students with the qualities universities often seek. The Extended Essay and Theory of Knowledge components further contribute to the development of skills valued by higher education institutions.
Yes, the IBDP is widely recognized and respected by universities globally. Admissions officers often appreciate the program's academic rigor, international perspective, and the skills it instills in students.
Entry requirements vary by university and program. While many institutions value the IBDP, some may have specific subject prerequisites or minimum score expectations. It's crucial for students to research and understand the admission criteria of the universities they are interested in.
Universities generally view both SL and HL courses positively. HL courses are often considered more challenging, and some institutions may give additional weight to higher level subjects in the admissions process. However, the overall performance in the program is equally important.
Yes, the Extended Essay is an opportunity for students to showcase their independent research skills. A well-executed Extended Essay can demonstrate a student's passion, research capabilities, and ability to explore a topic in depth—qualities that can positively impact university admissions.
The TOK course encourages students to think critically about knowledge and its applications. This type of intellectual exploration can enhance a student's ability to engage in academic discussions and contribute to a university learning environment.
While there isn't a specific list of universities that exclusively prefer IBDP students, many prestigious institutions globally recognize the program's value. Students should research individual universities and their admission policies to determine how the IBDP aligns with their preferences.
Some universities may offer advanced standing or credit for IBDP courses, particularly for those who have completed higher level subjects. This recognition depends on the policies of each institution, and students should inquire with the admissions offices of their chosen universities.
The IBDP often includes guidance and support services to help students navigate the university application process. This may involve assistance with personal statements, letters of recommendation, and understanding the specific requirements of different universities.
Students should focus on maintaining a strong academic performance, actively participating in extracurricular activities, and thoroughly researching the admission criteria of their chosen universities. Seeking guidance from school counselors and engaging in university preparation workshops can also be beneficial.
Math AA focuses on theoretical mathematics and is designed for students who have a strong interest in mathematics and intend to pursue a math-intensive program at the university level. Math AI, on the other hand, emphasizes the application of mathematical concepts to real-world scenarios and is suitable for students with a broader range of academic interests.
Students should consider their academic strengths, career aspirations, and future university requirements. If they are interested in pursuing mathematics, physics, engineering, or a related field, Math AA may be more appropriate. If they have a broader interest in fields such as social sciences, economics, or biology, Math AI could be a better fit.
University preferences vary, and some programs may recommend or require specific math courses. Students should research the admission requirements of their desired universities and programs to determine whether Math AA or Math AI aligns with those expectations.
While it is generally possible to switch between math courses early in the program, it may become more challenging as the curriculum progresses. Students should discuss any potential changes with their math teachers and academic advisors to ensure a smooth transition.
Math AA involves a more theoretical and abstract approach, covering topics such as calculus and algebra in greater depth. Math AI focuses on the application of mathematical concepts to real-world situations, including statistics and modeling. The assessment structure and examinations also differ between the two courses.
In most cases, students are not permitted to take both Math AA and Math AI simultaneously. However, some schools may offer additional math courses or opportunities for independent study, allowing students to explore both areas if desired.
The choice between Math AA and Math AI can influence a student's preparedness for specific university majors. Students should consider the math requirements of their intended field of study and choose the course that aligns with those requirements.
While there are no strict prerequisites, students opting for Math AA should have a solid foundation in mathematics and a genuine interest in theoretical concepts. Math AI is more accessible to a broader range of students and does not necessarily require advanced mathematical skills.
The choice between Math AA and Math AI can impact future career paths. Math AA is well-suited for careers in mathematics, physics, computer science, and engineering, while Math AI can be beneficial for fields such as economics, social sciences, biology, and business. One must consult the concern university to select between Math AA and AI.
Yes, students should consult with their math teachers, academic advisors, and career counselors to make an informed decision based on their academic strengths, interests, and future goals. These professionals can provide valuable insights and help students align their choices with their aspirations.
Environmental Systems and Societies (ESS) is an interdisciplinary subject offered within the IBDP. It explores the interconnectedness of environmental systems and societal issues, incorporating elements of biology, chemistry, geography, economics, and other disciplines to address environmental challenges from multiple perspectives.
Studying ESS in the IBDP offers several benefits: • Comprehensive understanding: ESS provides a holistic approach to environmental issues, encompassing scientific, social, economic, and ethical dimensions. • Interdisciplinary learning: Students gain insights from various disciplines, fostering critical thinking and a multidisciplinary perspective on environmental challenges. • Real-world relevance: ESS examines current environmental issues and their societal implications, preparing students to address complex sustainability issues in their communities and globally. • University recognition: Many universities recognize ESS as a rigorous and valuable subject, particularly for students interested in environmental science, sustainability studies, geography, or related fields.
Yes, ESS is offered at both Standard Level (SL) and Higher Level (HL) in the IBDP. HL includes additional topics and requires more extensive coursework, providing a deeper understanding of environmental systems and societies.
ESS differs from traditional science subjects like Biology or Chemistry in its interdisciplinary approach and focus on environmental issues from a broader societal perspective. While Biology and Chemistry delve deeply into specific scientific concepts, ESS examines environmental challenges through the lens of multiple disciplines, integrating scientific, social, economic, and ethical considerations.
Consider the following factors when deciding if ESS is the right choice for you: Interest in environmental issues: If you are passionate about sustainability, conservation, and understanding the relationship between humans and the environment, ESS may be a good fit. Strengths in interdisciplinary learning: ESS requires an ability to integrate knowledge from multiple disciplines, so if you enjoy exploring connections between different subjects, ESS could be suitable. Career aspirations: If you are considering careers in environmental science, geography, sustainable development, or related fields, studying ESS can provide a strong foundation. Consultation with teachers or advisors: Talk to your teachers, academic advisors, or current ESS students to gain insights into the subject and its relevance to your academic and career goals.
Cambridge Education prepares students for life, helping them develop an informed curiosity and a lasting passion for learning. It allows students to learn and help them discover new abilities and a wider world. Cambridge students develop the skills they need to achieve at school, university and work.
Cambridge Assessment International Education (CAIE) leads the way worldwide in raising educational standards. It has structured its teaching methods with planning and precision to align the requirements at a global level.
Cambridge Lower Secondary develops skills and understanding in English, Mathematics and Science for the first three years of secondary education. It combines a world-class curriculum, high-quality support from teachers and integrated assessment. The curriculum frameworks for English also include an 'English as a second language' option.
Cambridge caters to age-appropriate curriculum for students of age group 5 to 19 which is exciting and relevant for students Cambridge path way is as follows: Cambridge Primary Checkpoint- 5 to 11 years old Cambridge Lower Secondary Checkpoint- 11 to 14 years old Cambridge Upper Secondary Checkpoint [IGCSE]- 14 to 16 years old Cambridge Advanced [AS and A level]- 16 to 19 years old.
Advantage of Cambridge Lower Secondary is that students get an assessment of their learning and skills from an outside agency i.e., Cambridge Assessment International Education, and thus help them improve their performance. It also has the following benefits: Firstly, it is an International Examination with worldwide recognition and credibility; Secondly, it encourages – indeed, demands – the questioning and discovery method of learning, rather than relying on rote learning; Thirdly, it provides excellent preparation for the IGCSE Programme; Lastly, the coursework provides strong skills development and application orientation.
Cambridge lower secondary programme is an integrated curriculum for 2 years at the end of which the students are assessed at International Level through diagnostic tests.
Students progress is assessed using Cambridge Lower Secondary Progression Tests which are internal assessments that help in checking learners’ knowledge, skills and understanding. These are available for core subjects, English, Mathematics and Science, progression tests are marked by the school teachers.
The assessments are designed to be fair, valid, reliable and practicable. The diagnostic tests assess students for their: deep subject knowledge, conceptual understanding, and higher-level thinking skills.
Benefits of the assessments are as follows: ● Provide detailed information about learner performance. ● Compare strengths and weaknesses of individuals and the whole group.
There are two papers in each subject, each approximately one hour in length. They provide good preparation for Cambridge IGCSE, by allowing students to experience an external exam. All the questions have been tested by Cambridge to ensure they are suitable for 14 years old and provide useful information and feedback.
Each student will receive a Statement of Achievement and a report that provides more detail about his or her performance. Results are given as Checkpoint scores between 0.0 - the weakest performance and 6.0 - the best performance. The average score is between 3.0 and 4.0. The report gives a score for the subject as a whole and for the main topics, so that teachers can identify any important strengths or weaknesses. The report gives information about the questions that provided evidence of the students.
Cambridge Checkpoint exams are held at the end of Grade VIII in April. Results are expected to be received within four to five weeks.
It is not tough; in fact, it is very child friendly and helps students to think rationally and apply their understanding in real-life situations. Regular study habits, readings and vocabulary exercises helps students to crack the Checkpoint examination easily.
After Checkpoints students enrol for The International General Certificate of Secondary Education (IGCSE) which is a comprehensive two-year programme, distributed over Class IX and X. The final examination is taken at the end of Class X.
Cambridge provides online and face-to-face training courses for the teachers so that they have complete knowledge and skills to deliver Cambridge curricula successfully. All the teachers at JGIS have taken such training.
Cambridge qualifications are widely recognised by universities and employers. Cambridge students can be confident that their qualifications will be understood and valued throughout their education and career, in their home country and internationally.
Yes, students can always migrate to an Indian curriculum and give all competitive exams after having appeared for Cambridge Lower Secondary Checkpoint.
Absolutely Not, it is a curriculum which has recognition in both Indian and International level.
Following are the benefits of an International Curriculum: • The world is moving towards globalisation in every sphere and there is a need for a Global education to enable global citizens. • Additionally, students need to learn different skills and have awareness towards humanity and social concepts. • Teaching methodologies need to evolve and keep in sync with the latest to be able to capture the potential of the student. • Students today need to be out of the box thinkers, creative doers, open to taking risks and thinking differently to manage in today’s corporate world. • They need to have excellent communication skills and manage people effectively. • The way that students learn today needs to be revisited.
Absolutely Not, in grades VII & VIII, students are expected to focus on enrichment of skills and learning and hence find which learning technique is best for them.
CISCE Board provides students the option of studying subjects from across the academic spectrum. It aims at creating a strong well-rounded foundation for all students. Students are exposed to a range of building blocks as their core courses that span diverse fields.
It is nationally and globally recognized. One can find CISCE affiliated schools in all the states of India. There are some in foreign countries too. It is recognized by all the foreign universities.
Yes, it does. Students find it comparatively easier to pursue higher education because of the in-depth and hands-on studies since the very childhood. The amount of focus that is given to English helps students perform better in the exams like TOFEL, IELTS etc. or other scholarship examinations. Students who want to study at a foreign university also have an added advantage because a lot of universities recognize ICSE/ISC certificates.
Definitely YES. The structure is to look beyond the text books. The students venture into labs, do research and group assignments. They have internal assessments which give them opportunities to prove their mettle besides faring well in examinations. This is not limited to rote- learning. The methodology is evolved over the years to focus on an experiential and active system rather than a one-way transfer of information. This gives students a strong foundation for whatever career option they may choose.
It offers a plethora of activities for interested students. These include in- house as well as all-India base. Different types of clubs such as: Art, Music, Dance, Debate, Photography, Theatre, Robotics and so on. These help to enhance different types of intellectual abilities among the students. Besides these, the Council holds various inter-school competitions. Frank Anthony Memorial All India Inter School Debate, Essay Writing, ASISC Jr and Sr Zonal Debate competition, ASISC Regional Sports Competition, ASISC Annual Athletics Meet, NWR Art competitions, NWR Sports Meet etc. are to name a few. These create a healthy competitive attitude amongst the children.
This is where the skill of a teaching body and methodology adopted by a school plays a role. A large part of the onus making our students successful is on the school where teachers give them guidance, support and inputs they need. In our school, we create an environment that nurtures learning, provides the infrastructure and an atmosphere which makes students confident and prepares them to appear for Board examinations, use their potential to the fullest and achieve success.
No, the students will not have any difficulty if he or she wishes to change the Board as it is a Concept-Based Curriculum.
The syllabus of ISC is completely matched with NCERT, so there will not be any difficulty, only NEET and JEE stands at a high level of difficulty.
Not at all, many of our students are placed in the best of universities abroad.
For admission to any Indian university, scores in the competitive exams are taken into account. ICSE and CBSE stands at par in the grading system.
Till class VIII all subjects are compulsory. Students can select subjects from class IX onwards. They can choose an optional subject out of PE, ART and CA.
The main objective of this board is to provide high quality education through a practical approach. It encourages students to choose across diverse streams/subjects for class XII by putting equal emphasis on Science, Commerce, Arts and languages, especially, English. It builds analytical skills required for the overall and holistic development of a student.
If a child has opted for Checkpoint, then he/she can change board the very next year itself but if the child has opted for ICSE in Class VII and wants to shift to Checkpoint in Class VIII, it will not be possible as Checkpoint is a two-year programme for Classes VII and VIII however, the child can shift to Class IX IGCSE if he/she wants to.
Well, this is one of the most frequently asked questions. In reality, nothing is called the BEST. Every system has its own pros and cons. One has to choose by keeping in mind one’s interest and objectives.
Admission to various grades follows specific age criteria, aligned with national and board guidelines. For example, students entering Nursery must be at least 3 years old by June 1st of the academic year.
Documents include the birth certificate, previous school records, passport-sized photographs, proof of residence, and any applicable learning support documentation.
The admission process usually begins in November each year. Applications can be submitted online or in person.
There is an interaction and/or assessment depending on the grade applied for. This helps understand the student’s readiness and needs.
Yes, subject to seat availability and meeting academic requirements.
International students must provide equivalency certificates and valid residential/visa documentation along with the application.
Yes, preference is given to siblings of current students, provided they meet the admission criteria.
Yes, students can opt for their board of choice post Grade VI, based on aptitude, interest, and guidance from teachers and counselors.
Parents are notified via email or phone call within 10 working days of the interaction/assessment.
JGIS offers a blend of national and international curricula: CISCE (ICSE & ISC), Cambridge (Primary, IGCSE, AS & A Level), and IB (Diploma Programme).
Assessments are both formative and summative, with an emphasis on conceptual understanding, skills, and reflection. Each board has its own assessment criteria.
Yes, PTMs are conducted regularly. Teachers are also available by appointment to discuss student progress.
Academic support includes remedial sessions, differentiated tasks, and peer tutoring.
We follow a strict Academic Integrity Policy that promotes originality, proper referencing, and ethical academic behavior.
English is the primary language of instruction. Students may choose Hindi, French, or Gujarati as second languages.
Homework is minimal and purposeful, with the philosophy that meaningful learning should occur primarily in school.
The average ratio is 1:8, ensuring personalized attention and mentoring.
Yes, under teacher supervision. Technology integration is key to project-based learning and research.
Certificates, merit listings, scholar badges, and leadership roles are awarded for consistent academic performance.
Activities include Art, Craft, Theatre, Dance, Music, Embroidery, Calligraphy, Robotics, Cookery, Literary Club, Dramatics, and more, varying by grade.
Students are encouraged to participate in at least one club or activity to develop their interests and life skills.
Physical Education is part of the weekly schedule. Games include football, basketball, skating, athletics, table tennis, and karate.
All students are assigned to one of four houses. House competitions in sports and cultural events are held throughout the year.
A formal Student Council is selected annually through elections. Members include Head Boy, Head Girl, Prefects, and Captains.
Yes, expert coaches are employed for specific sports and performing arts.
Students regularly compete in inter-house, inter-school, and state-level competitions across multiple disciplines.
Yes, both are held annually with 100% student participation.
Activity selections are made annually, with options tailored to each grade band.
Yes, transport arrangements are made in line with the extended school timings.
School runs from 7:50 AM to 4:20 PM, including academic sessions, lunch, and co-curricular activities.
Classrooms and indoor activity areas are well-ventilated, spacious, and climate-responsive, but not centrally air-conditioned.
Yes, fully vegetarian lunch is served in a hygienic dining hall. Filtered drinking water is available on every floor.
There is a comprehensive Disaster Management Policy with regular fire and evacuation drills. Security staff and CCTV surveillance are in place.
Yes, a full-time nurse is on campus and a doctor is on call. Regular health check-ups are scheduled.
The library is stocked with academic and non-fiction resources across age groups, promoting a reading culture.
Yes, dedicated labs for Physics, Chemistry, Biology, ICT, and Math support experiential learning.
Yes, GPS-enabled buses are provided across multiple routes.
Yes, the school has a prescribed uniform, including a sports uniform worn on designated days.
Via scheduled PTMs, emails, ManageBac (for IBDP), or by requesting appointments through the front desk.
GCC offers academic, career, behavioral, and emotional counselling through trained UCLA-certified professionals.
Yes, personalized counselling, aptitude testing, and career fairs are organized for senior school students.
We follow an inclusive policy with Individualized Education Plans (IEPs) and support from special educators.
Yes, yoga and meditation are integrated into wellness education to build emotional balance and focus.
Monthly modules focus on financial literacy, entrepreneurship, self-reliance, empathy, and communication.
It promotes Creativity, Activity and Service – through community projects, performing arts, and physical activity in IBDP and beyond.
Morning assemblies, team projects, and inter-class interactions foster respect, communication, and collaboration.
Yes, students are trained in digital citizenship and responsible internet use.
The school has a zero-tolerance policy toward bullying, with proactive monitoring and responsive counselling.
Students can reach out confidentially to school counsellors. Peer mentoring and parental support are also activated where needed.